ESPM 1011: Issues in the Environment

Transcription

1 ESPM 1011: Issues in the Environment M,W 12:50 2:05 pm 3 credits 110 Green Hall, St. Paul Campus Fall 2015 Instructors Dr. Joe Knight, Dept. of Forest Resources 301E Green Hall Phone: jknight@umn.edu Office Hours: Tu 10-11:30 am, Th 1-2:30 pm or by appt. Dr. Charlie Blinn, Dept. of Forest Resources 330B Green Hall Phone: cblinn@umn.edu Office Hours: M/W 9:30 11 am or by appt. Dr. Dylan Millet, Dept. of Soil, Water, and Climate 552 Borlaug Hall Phone: dbm@umn.edu Office Hours: Tu/Th 9 10:15 am or by appt. Dr. Brandy Toner, Dept. of Soil, Water, and Climate 450 Borlaug Hall Phone: toner@umn.edu Office Hours: M/F am, Tu Noon - 1 pm or by appt. Teaching Assistant Ke Xiao, Dept. of Soil, Water, and Climate S325 Soil Science Building Phone: xiaox224@umn.edu Office Hours: Tu/W/Th 2:30 3:30 pm or by appt. Course Description This course is an introductory survey of environmental issues that explores the connections between environmental sciences, policy, and management. The course begins by reviewing scientific, ethical, and economic approaches to environmental decision-making, but our primary focus will be scientific. Then, we ll apply these perspectives to prominent environmental issues, including human population growth, resource consumption, land management (e.g., forestry, agriculture), pollution, and energy use. The course is intended for first-year students majoring in Environmental Sciences, Policy, and Management (ESPM), and for all students who are interested in the environment and wish to satisfy the University s liberal education theme for Environment. The course has no prerequisites and is appropriate for students with little or no scientific background. Who and How to Contact Us General questions regarding course requirements, absences, assignments, use of the course Moodle site, etc., should be directed to the Teaching Assistant. For specific questions about your grades, use the following guide to determine which person to contact. First letter(s) of last name A - De Df - Kal Kam - Ols Olt - Sko Skp and beyond Person to contact Dr. Charlie Blinn Dr. Joe Knight Dr. Dylan Millet Dr. Brandy Toner Ke Xiao 1

2 We will make time during and directly after class for questions on course material. We encourage you to initiate discussion and ask questions. Further, we strongly encourage you to meet with us during office hours or by appointment. If you encounter difficulty with the course material or format, please ask questions, talk to us, or contact us via . Our contact information appears at the top of this syllabus. Each person s office hours are open to all students in the course. Because we all have additional research and teaching responsibilities that sometimes require us to be off campus, we may not always be available during posted office hours. If you cannot reach us during office hours, please contact us to arrange an alternate meeting time. Course Moodle site: Class time: 60% Lecture, 20% Small Group Activities, 15% Discussion, 5% Film/Video Workload: 20 pages of reading per week, 10 graded items (assignments and/or exams) Exam format: Combination of short answer, fill-in-the-blank, multiple-choice, and true-false. OPTIONAL Course Text Exams will be drawn exclusively from materials covered during lectures. Thus, the following textbook is OPTIONAL. While some lectures will draw from materials in the OPTIONAL textbook, we will regard textbook information as background and focus our attention on key environmental issues, including expanded exploration of their causes, consequences, and potential solutions. Purchasing the OPTIONAL textbook may provide you with additional background information about course topics. Withgott, J., and M. Laposata Essential Environment: The Science Behind the Stories, 4 th Ed. Pearson, ISBN: (on two-hour reserve in the McGrath Library) Learning Objectives By the end of this course, you should be able to: understand basic facts and concepts involved in the study and practice of environmental science; appreciate the complexity of environmental issues and policies, as influenced by different scientific, ethical, and economical perspectives; evaluate the quality and reliability of available information about the environment; clarify your own position by rationally evaluating competing evidence and attitudes; motivate yourself to become part of the solution to our environmental problems; and develop your ability to learn within different cultural perspectives Grades Students are responsible for all information disseminated in class and all course requirements, including deadlines and examinations. Grades will be assigned in terms of a percentage of possible points according to the following standards. Assigned grades will NOT be rounded-up for any individual student. B % C % D % A 93% and above B % C % D % F < 63% A % B % C % Incompletes (I) will be assigned only in extraordinary circumstances, such as prolonged illness, and will require a signed contract with the instructors. In no event will any such written agreement allow a period of time which is longer than six months from the end of the course (the date of the last exam) to complete the course requirements. Students taking this course using S/N grading must complete all assignments and earn a cumulative grade of C- or better to earn an S (Satisfactory); students earning a D+ or worse will receive a grade of N. As mandated by University Policy, we will issue formal mid-term alerts to all students earning a D or lower (< 67%) by the end of week 7. 2

3 Components of Your Grade Possible Points % of Total Items common to all students (Common Core) First day survey Submit choice of paths Tools for change summary Wild rice summary Wetland restoration summary Campus or community event assignment In-class exercises Exams (3) Chosen Path Assignments Assignment # Assignment # Total Points Common Core and Path Options Paths provide different ways for you to progress through the course. The objective of doing this is to allow you to customize the homework assignments to your strengths. In addition to the Common Core requirements, each student will complete one Path. These Paths are intended to be of similar difficulty (i.e., there isn t an easy choice). There may be one Path that is more suited for your strengths, but both of them will require some work. Choose based on what you like and what you re good at doing. You must complete one of the two Paths (along with the Common Core); you may not mix and match assignments from both. Once you have made your Path choice (due date is September 23), you will NOT be allowed to change your Path option later in the semester. All assignments are posted on Moodle, due dates are listed in the course schedule, and we will discuss the Common Core and Path assignments multiple times in class to make sure you understand what you need to do. The following is a discussion of the Common Core and the two Path options. Common Core (all students will complete these assignments) In the Common Core all students will do the following: 1) complete a survey about yourself on the first day of class, 2) choose which one of the two Paths you will complete (Citizen or Scholar), 3) submit a summary about an assigned approach for solving environmental issues (tools for change summary), 4) submit the wild rice case study summary, 5) submit a wetland restoration case study summary, 6) complete a campus/community event assignment, 7) participate in individual and group exercises during class, and 8) take three exams. Specific guidelines for assignments are posted on the Moodle site. To increase the depth and value of our in-class discussions, you will be assigned to a group containing three other students (total of four per group). We will introduce the groups on three dates in class: September 21st prior to the Tools for Change class period, October 19th prior to the Biodiversity 2 class and November 16th prior to the Atmosphere 1 class. Over the course of the semester, you will be a member of three different groups spanning the following time intervals: a) September 21 - October 14, b) October 19 - November 9, and c) November 16 - December 14. You must sit with your group each class period, except on exam days when there is open seating within the classroom. On the first day in your new group, please discuss your seating needs with your group members to find a good location within the classroom. Group number placards will be provided to help your group members find one another prior to class. In addition to the Common Core, all students will complete either the Citizen Path or the Scholar Path. 3

4 Citizen Path In the Citizen Path you will do the following two assignments. Specific guidelines and examples of each assignment are available on the Moodle site. 1) Create an instructional video Video is a great way to present information to non-experts. For this assignment, you will make a 7-15 minute video that you'll post to YouTube explaining a concept related to the course and provide a short written description of the movie and its creation. You have a lot of flexibility in how you create the video, so don t be intimidated by this assignment. 2) Create and maintain a presence on social media For this assignment you will participate in social media over the course of the semester on a topic related to the course and report on it at the end of the semester. As you will need to make at least 10 posts during 8 weeks, do not wait until the last week to work on this. You must use a blogging platform such as Tumblr or similar site. You are strongly encouraged to discuss your choice of a topic with your instructor or teaching assistant before proceeding. As a part of this assignment, you will submit a report about what you did, with links to your social media activity. Scholar Path In this Path you will write a paper and create a lecture, as described below. Specific guidelines and examples of each assignment are available on the Moodle site. 1) Write a synthesis up to 4 pages in length of the state of an environmental issue paper for one of the topics we will discuss in class. The paper will include your thoughts on two potential solutions to the problem you describe, building on the Tools for Change lecture (September 21). 2) Create a slide-based lecture. During your time in college, you'll likely see hundreds, if not thousands, of slide-based presentations. There is an art to presenting information on slides, and a method behind that art. It s not easy, but when done well it can highlight the important information, add clarity to your points, and act as reinforcement for your talking points. For this assignment, you will create a slide-based presentation with at least 40 content slides for one of the topics in this class. Assignment Submission Unless otherwise noted, assignments must be submitted by the beginning of class (12:50 PM) on the due date. An assignment turned in later than 12:50 PM on the due date will be penalized by 25 percent for every 24-hour period it is late. The late time begins at 12:51 PM on the due date, and is calculated as follows: 1 minute-24 hours late: 25% penalty; >24-48 hours date: 50% penalty; >48-72 hours late: 75% penalty; >72 hours late: 100% penalty. Extra Credit There are no extra credit opportunities in this course. Students are not permitted to submit extra work in order to raise their grade. Grade Disputes Inquiries regarding any changes of grade should be directed to the course instructors or teaching assistants; you may wish to contact the Student Conflict Resolution Center (SCRC) in 254 Appleby Hall ( ) ( for assistance. If you wish to dispute the grade assigned to an assignment or a question on an exam, you must do so IN WRITING to the appropriate instructor within one week after the exam or paper has been returned to the class. You must state what is to be reevaluated and include a specific rationale for why your answer is correct, or why the paper deserves a higher grade. "I think I deserve a better grade" does NOT constitute an acceptable rationale. 4

5 Credits and Workload Expectations This three-credit course will require, for the average University of Minnesota undergraduate student, nine hours of academic work per week, averaged over the term. Since the course meets for three hours a week, you should expect to spend an additional six hours a week on coursework outside the classroom. Most of this extra time should be spent reviewing lecture notes and working on course assignments. Classroom Conduct All students at the University have the right to a civil, productive, and stimulating learning environment. In turn, instructors have a responsibility to nurture and maintain such an environment. Students who disrupt the educational process because of discourteous, threatening, harassing, or other aggressive behavior will be removed from class. Please arrive on time and stay the entire class period. If you must arrive late or leave early, please sit near the back door and try to enter or exit quietly. Silence your electronic devices (e.g., cellphones, laptops) before class begins. When using a computer or tablet during class, please refrain from using it for non-course-related activities and consider sitting in the back of the classroom to limit the visual disruption of others around you. Avoid eating lunch during class (drinks or light snacks are ok). Absences and Makeup Work You are expected to be present for all class meetings. You are responsible for documenting the legitimacy of any absences. Legitimate absences include: illnesses certified by Boynton Health Service or your family physician emergencies caused by a death or serious illness in your immediate family participation in intercollegiate athletic events or other official University activities subpoenas, jury duty, military service, and religious observances If you know that you will be absent on a particular day, let your contact person or the Teaching Assistant know beforehand and provide appropriate written documentation. To retake an exam or submit a late assignment without penalty, you must provide written documentation of your absence. Normally, make-up work should be submitted within one week of the original due date. We will work with you to develop a process and timeline for completing makeup work after an absence has been excused. Student Academic Integrity and Scholastic Dishonesty You are expected to do your own academic work and cite sources on assignments. Failing to do so is scholastic dishonesty which we will report to the Office for Student Conduct and Academic Integrity. Scholastic dishonesty includes plagiarism; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. The Office for Student Conduct and Academic Integrity (OSCAI) provides more information about scholastic dishonesty If you have further questions, please see your contact person or the Teaching Assistant. 5

6 Sexual Harassment Sexual harassment means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult the Board of Regents Policy: Accommodations for Students with Disabilities The University is committed to providing all students equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. Students who have, or think they may have, a disability (e.g. mental health, attentional, learning, chronic health, sensory or physical) are recommended to contact DRC at to arrange a confidential discussion regarding equitable access and reasonable accommodations. Students registered with DRC and who have a current letter requesting accommodations are encouraged to contact the instructor early in the semester to review how the accommodations will be applied in the course. Additional information is available on the DRC website Student Mental Health and Stress Management As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via Equity, Diversity, Equal Opportunity, and Affirmative Action The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult the Board of Regents Policy: regents.umn.edu/sites/regents.umn.edu/files/policies/equity_diversity_eo_aa.pdf. 6

7 ESPM 1011 Class Schedule - Fall /1/2015 Date Day Topic Due Instructor Optional reading Module 1: Frameworks; Land Use 9-Sep W Introduction; Nature of science Survey Charlie Ch Sep M Environmental ethics Joe Ch Sep W Environmental economics Joe Pgs Sep M Tools for change 23-Sep W Human population; eco footprints; Tragedy of the Commons Tools for change summary Charlie/Joe Path Choice Joe Ch. 6 Supplemental on Moodle 28-Sep M Environmental policy Dylan Pages Sep W Land use 1 (soils and agriculture) Path HW #1 Charlie Ch. 7 5-Oct M Land use 2 (forests) Charlie Ch. 9 7-Oct W Land use 3 (urbanization) Joe Ch Oct M Exam 1 Module 2: Biodiversity; Waste; Water 14-Oct W Biodiversity (managing for biodiversity at White Doug Supplemental on Wild rice summary Earth) McArthur Moodle 19-Oct M Biodiversity (ecology) Brandy Ch. 2, 3 and 4 21-Oct W Biodiversity (threats to biodiversity and wildlife) Charlie Ch Oct M Waste 1 (domestic and industrial) Brandy Ch Oct W Waste 2 (management, treatment, disposal; mining) Brandy Ch Nov M Water 1 (quantity) Brandy Ch Nov W Water 2 (quality) Brandy Ch Nov M Water 3 (wetland restoration activity) 11-Nov W Exam 2 Module 3: Air Pollution; Energy; Climate Wetland restoration summary Brandy and Kathryn Swanson Ch Nov M Atmosphere 1 (atmospheric composition and mixing) Dylan Pgs Nov W Atmosphere 2 (the ozone hole) Dylan Pgs , Nov M Atmosphere 3 (climate and climate change) Campus Event Dylan Ch Nov W Energy 1 (current sources) Charlie Ch Nov M Energy 2 (geopolitics) Joe 2-Dec W Energy 3 (alternatives) Path HW #2 Joe Ch Dec M Atmosphere 4 (smog: particulate matter and acid rain) Dylan Pgs , Dec W Atmosphere 5 (smog: ground-level ozone) Dylan Pgs (review) 14-Dec M Sustainability / wrap-up All Epilogue 16-Dec W Exam 3 7